With the main objective to develop an iterative state-space identification algorithm for linear multivariable discrete time-variant systems, in this study we propose and implement a computational procedure we call MOESP V AR that is based in subspace methods of the type "Multivariable Output-Error State sPace" (MOESP). In addition the algorithm is tested with criterion and experimentation that we also propose.
The context for this article came from the observation of the relationship between student and teacher learning platforms, such as the EAD. We assume that the teacher must have attributes like competence in their area of expertise and skills to make himself understood by the student using the psycho-pedagogical and technical resources available. However, teaching using virtual learning environments brings a different challenge for instructors: physical absence. The way of teaching and learning is different from the regular lectures, where it happens an interpersonal relationship between student and teacher. In this work, we seek to show the creation process and developing of a three-dimensional animated pedagogical agent based on the principles of affective computing, using an emotional basis, which will be integrated in a future AVA. This research seeks to study ways to humanize animated characters. The animated agents found in the literature are avatars using 2D animation and photo sequence technologies, among others. We found a few instances that use 3D animation technologies for the creation of animated pedagogical agents (APA). Following this orientation, this paper aims to present the stages for the development of a three-dimensional animated pedagogical agent, which is a 3D character, based on Affective Computing principles and its influence over users behavior. This work focus on the APA role, digital animation and in the process of creating three-dimensional characters.
A pandemia da COVID-19 levou o mundo todo a um período intenso de mudanças e adaptações em todos os setores. No Brasil, a educação passou por transições importantes, nas quais foi necessário, entre outros, transpor o ensino presencial para os ambientes virtuais. Isso, sem aquisição de recursos, treinamento ou planejamento prévio. Essa situação emergencial fez com que escolas regulares privadas e públicas, bem como os órgãos governamentais, se vissem diante da necessidade de repensar o trabalho que vinha sendo realizado, para que os alunos pudessem continuar seus estudos remotamente. Assim, este artigo traz uma discussão em torno do papel das tecnologias na educação em tempo de crise, pensando na necessidade da ressignificação de práticas e papéis no processo de ensino e aprendizagem, em um paralelo com a realidade vivida durante a pandemia da COVID-19 que teve início em 2020, rumo a possíveis contribuições para o cenário educacional no futuro. Realiza-se uma pesquisa qualitativa, com pesquisa bibliográfica, análise de dados recentes sobre a Educação e análise do discurso a partir de elementos da Semiótica Francesa. Conclui-se, destacando a importância de ressignificar os papéis da escola e da família no processo de ensino e aprendizagem, bem como da cooperação entre todos, visando à autonomia e ao protagonismo dos aprendizes na era da informação.
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